Chapter 15pp
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The document discusses helpful strategies for teachers in dealing with challenging parents. It suggests that teachers remain calm, acknowledge anger, express concerns constructively, and respect parents' concerns to defuse tensions. Common sources of tension include lateness, lack of respect, disagreements over readiness, and sick children. The document advises understanding reasons for under-involvement or over-involvement and providing appropriate responses to persistent parental issues and attitudes.
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The document discusses the benefits of forming partnerships between teachers and parents from the perspectives of children, parents, and teachers. Children benefit from increased security, improved academic performance, and consistent responses from adults. Parents benefit from feelings of support, knowledge to help their child's education, and enhanced self-esteem. Teachers benefit from increased knowledge of students, positive feedback, and additional resources. Barriers to partnerships can include issues of trust, differences in expertise, emotional responses like jealousy or fear of criticism, and time constraints. Solutions involve addressing relationship factors, emotional responses, and external barriers.
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This document discusses strategies for intervening in and addressing mistaken behaviors among children. It outlines four quick intervention strategies including negotiation reminders, humor, nonverbal techniques, and briefly explaining. When behaviors require follow-up, the document recommends strategies like reflective listening, guidance talks, teacher-child negotiations, including children's ideas, and facilitating reconciliation. It emphasizes taking time to problem-solve behaviors teaches democratic life skills and prevents future issues. When partnering with families, teachers should monitor biases, understand parent development, and problem-solve or refer families to other services as needed.
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Healthy discipline among school children ( Gender Issues & Peace Education )
Healthy discipline among
school children {Gender Issues & Peace Education}
❖ The Latin origin of the word discipline is ‘to teach’.
❖ Disciplining the student child means teaching them responsible behavior and selfcontrol.
❖ With appropriate and consistent discipline, then students will learn about
consequences and taking responsibility for their own actions.
❖ At its best, discipline rewards the student for appropriate behavior and discourages
inappropriate behavior, using fair and positive means, it is known as healthy discipline.
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The document discusses the forces that bring parents into partnerships in education. It summarizes research showing parental involvement is important for children's development and school success. It also outlines mandates from programs like Head Start and IDEA that require parental participation. Finally, it discusses the community concern over social problems and efforts to strengthen families through parental involvement in education.
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The document discusses strategies for building an encouraging classroom environment through leadership communication. It suggests using guidelines instead of rules to establish positive expectations. Encouragement is preferred over praise as it empowers student effort. Class meetings provide opportunities for discussion and problem-solving. Friendliness is taught through literature, roleplaying scenarios, and cooperative group work. Regular communication with parents in various forms helps maintain partnerships.
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This document provides guidance for teachers on intervening in conflicts, managing strong needs behaviors, and building partnerships with families. It discusses considering boys' development when handling conflicts, intervening when safety is at risk, using crisis management techniques like redirection, taking a comprehensive approach to addressing chronic issues through relationship building and individual plans, managing personal feelings of anger, and reducing tensions with parents through respectful communication and mediation if needed.
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This document discusses facilitating social development in children. It covers topics like the four main components of social development, how social skills are intertwined with overall development, defining appropriate social skills, acquiring social skills through temperament, social reinforcement, developmental problems, play, sharing, and teacher-structured peer interactions. The document emphasizes that social skills need to be explicitly taught and reinforced for all children through activities, materials, modeling, and structured peer interactions.
Chapter13 allen7e
The document discusses how to arrange early learning environments and schedule activities. It emphasizes creating inclusive spaces that consider the needs of all children. Environments should be arranged to promote learning, independence, safety, and flexibility. Schedules should accommodate individual differences, vary activity levels, ensure orderly sequences, and provide advance notice of transitions. Both the environment and schedule should be developmentally appropriate and allow children to learn through play.
Chapter12 allen7e
The document discusses the developmental-behavioral approach to early childhood education. It emphasizes blending developmental and behavioral principles by providing developmentally appropriate materials and experiences for children, breaking tasks into small achievable steps, and using reinforcement to motivate learning. Teachers should believe all children can learn and arrange responsive environments that encourage success, independence, and imitation through play.
Chapter11 allen7e
The document discusses teacher professional development for working with children with disabilities. It states that teacher training in child development is important, and teachers need to be part of an interdisciplinary team and implement plans set by other professionals. It also notes that teachers often feel unprepared for working with children with disabilities but supports are available. Additional ongoing training is needed as new children enroll. The document then discusses the applied developmental approach, focusing on viewing each child as an individual, understanding developmental principles, and using techniques like contingent stimulation, milieu teaching, and being responsive to teachable moments. Characteristics of effective teachers include enthusiasm, patience, consistency, and acting as a mediator between the child and environment.
Chapter10 allen7e
The document discusses assessment and the IFSP/IEP process for young children. It covers assessment types like criterion-referenced and norm-referenced testing. It also discusses the six steps of assessment: screening, determining eligibility, determining services, planning programs, monitoring progress, and evaluating programs. Additionally, it outlines the process of early identification including case finding, screening, and partnerships with families. Finally, it provides details about the Individualized Family Service Plan (IFSP) for infants and toddlers as well as the Individualized Education Program (IEP) for school-aged children.
Chapter09 allen7e
This document discusses partnerships between teachers and families of children with disabilities. It emphasizes the importance of cultural competence when working with families and the need to understand different family structures and experiences. The challenges families face in adjusting to their child's disability are also examined. Effective parent-teacher partnerships require open communication, establishing trust, providing parent support and involvement in the child's education, with the shared goals of supporting the child and empowering families.
Chapter08 allen7e
The document discusses attention deficit hyperactivity disorder (ADHD), including its history, categories, causes, prevalence, common comorbid disorders, and intervention strategies. It also summarizes learning disabilities, behavior disorders, autism spectrum disorders, childhood schizophrenia, and eating/elimination disorders. For each topic, it provides key definitions and characteristics. The intervention section focuses on applied behavior analysis, dietary interventions, and chelation for autism spectrum disorders.
Chapter07 allen7e
This document discusses physical disabilities and health problems that may impact children in an educational setting. It describes various physical disabilities like cerebral palsy, muscular dystrophy, and spinal cord injuries. It also covers common childhood health issues such as asthma, cystic fibrosis, diabetes, and seizure disorders. The document emphasizes the importance of early intervention, adaptive equipment, classroom accommodations, health records, medication administration, emergency preparedness, and maintaining confidentiality when working with children with disabilities or health issues.
Chapter06 allen7e
This document discusses sensory impairments related to hearing and vision. It covers deafness and hearing loss, including types of hearing loss, causes, warning signs, and the impact on development. It also addresses blindness and vision impairments, types of vision problems, identifying vision issues, and the impact on development. Methods of communication and early intervention strategies are presented for both hearing and vision disabilities.
Chapter05 allen7e
This document discusses the causes and classifications of developmental disabilities. It outlines several biological factors that can cause developmental differences, including genetic disorders like Down Syndrome and Fragile X Syndrome, as well as metabolic disorders. Prenatal infections, intoxicants like alcohol, and complications during and after birth are also discussed as potential causes. Living in poverty can negatively impact child development through nutritional deficiencies, lack of healthcare and education, and substandard housing conditions. The document concludes by covering the main classifications of developmental disabilities recognized by the federal government, which are used to determine eligibility for funding.
Chapter04 allen7e
This document discusses normal and exceptional development in children. It describes typical development as following predictable sequences and milestones in areas like language, motor skills, and independence at different ages from infancy through childhood. Atypical development includes developmental disabilities that prevent skills matching peers and delays where children perform like much younger children. The document also outlines biological and environmental risks that can affect development as well as characteristics of gifted children who may be overlooked.
Chapter03 allen7e
The document describes different types of inclusive early childhood programs for children from birth to age 8. It discusses child care programs, preschool programs, Head Start, and programs for school-aged children. It also outlines recommended practices for inclusive programs, including creating caring communities, developmentally appropriate teaching, constructing appropriate curricula, assessing learning, and partnering with families.
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- 1. ©2013 Cengage Learning. All Rights Reserved.
- 2. What are helpful teacher attitudes when encountering challenging parents? What are helpful teacher behaviors when working with challenging parents? What are some common sources of tension between teachers and parents? ©2013 Cengage Learning. All Rights Reserved.
- 3. Distinguishing hostility from other issues Helpful teacher behaviors to defuse situations ◦ ◦ ◦ ◦ Remain calm Acknowledge and accept anger Express concerns constructively Respect parents’ concerns ©2013 Cengage Learning. All Rights Reserved.
- 4. Understand possible reasons Strategies to persevere with uninvolved parents ©2013 Cengage Learning. All Rights Reserved.
- 5. Possible reasons for overinvolvement Strategies to work with over-involvement ©2013 Cengage Learning. All Rights Reserved.
- 6. Late parents Lack of respect Releasing children to noncustodial or “under the influence” parents End-of-day problems Asking for special treatment Disagreement over readiness Sick children ©2013 Cengage Learning. All Rights Reserved.
- 7. ©2013 Cengage Learning. All Rights Reserved.
- 8. Teachers have a responsibility to persist when faced with challenging parental attitudes and behaviors. Hostility, under-involvement, and overinvolvement all have causes and helpful responses. There are appropriate responses to frequent causes of parent-teacher tension. ©2013 Cengage Learning. All Rights Reserved.